In my paper I pursue the reception of Mucius Scaevola, famous for his courageous behavior in front of the Etruscan king, Porsenna. Mucius displays extraordinary patience (patientia) when he holds his hand in the flame burning on the altar. Once established as a specimen of Roman virtue – this already occurs when Mucius Scaevola’s deed becomes a rhetorical example – the interpretation of his heroic act gains a life of its own. Virtue and decoration, allegory and exemplarity form an amalgam that is characteristic for each period’s, and each context’s, interpretation of Romanness. A specifically telling case is the decorative frieze in Schwerin castle – a remake of the decorations in the Neues Museum in Berlin. In this case, we observe the re-functionalization of a moral example as a piece of decoration.
L’articolo presenta l’iniziativa delle Olimpiadi delle lingue e civiltà classiche avviata dal Miur per la promozione delle discipline classiche nell’insegnamento liceale e discute sul significato della traduzione dal greco e dal latino nelle odierne pratiche scolastiche e su possibili innovazioni che ne rafforzino il significato e l’efficacia didattica.
The successful experience of young Ovid in the school of the rhetorician Arellius Fuscus, told by Seneca (Contr. 2, 2, 8-12), can offer us two possibilities of experimental teaching: high school students can try reading and translating Latin texts in order to obtain useful information to rewrite chapters of the history of Latin literature; taking a lead from ancient rhetoric teachers can promote rhetorical education to teach students to structure their thinking and writing.